1. Vocabulary in Advance (Vocabulary and Comprehension)
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
As a class we will go over the vocabulary using the flashcards on the Quizlet application. The vocabulary words will be present throughout the book and it will be a great tool for students to know the vocabulary before reading the book. As the words are being discussed, students will write the word, the definition, and then create their own sentence for the word to help them remember it. Once we have gone through the words together, we will play the game Scatter on the Quizlet application using the Smartboard. Volunteers will come forward to help win the game by matching the word with the correct definition. Assessment: This activity will be assessed while the students are coming forward to the board and also through the collection of their work on paper. Each student will write, define, and use the word in an original sentence to check for the students understanding of the word and correct use of vocabulary.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. When the students walk into the classroom a question will be posted on the board for them to think about at their seats. They will write or draw what comes to mind and be prepared to discuss their answer to the question. What do you think or know happens at camp? Each student will have 5 minutes to work individually and answer the question. When those three minutes are up, students will turn to the person next to them and discuss their understanding of camp. After 5 minutes of sharing with partners, we will discuss it as a class. Students will volunteer experiences they have had or talk about camp for 5 minutes as a class. Time will be allotted for students to brainstorm about how camp may be integrated in the book Holes. Assessment: This activity will be assessed informally by the interaction and conversations students have. Creativity and description will be encouraged, there is not right or wrong answer. The teacher will walk around and monitor how students are interacting with others in their pairs.
3. Voicethread Conversation (Fluency and Comprehension)
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. This activity will have the students use technology to predict what they believe will happen after the summary of the book is read as a model of great fluency. Each student will respond to the questions that have been posed on the Voicethread. The questions to be asked are, why are the boys at the camp, name some crimes they may have committed, and what do you think they might find when digging. This activity will be used to help student get excited about the book they are about to read, and see if their predictions end up correct. Assessment: The students will be graded on completion of the discussion questions and reading of the book summary. It is not necessary to grade on their responses, but rather completion because the questions are open ended. The recording of their voices reading will help the teacher to assess where the students are at with fluency and realize that some students may need more help in this area.
Building Knowledge Activities
1. Suspense Glogster (Comprehension, Phonics, and Vocabulary) RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. While students are reading Holes, they will pick a spot where they feel is suspenseful and want to keep reading, but stop to make predictions about what they believe will happen next. This will help students to comprehend what they are reading so that they can look forward to what is coming next in the story and have a good grasp on what is happening. When they come to a spot they will put down where it is and how they feel on a Glogster. They will construct this and use a word that is three syllables long to express their initial feelings. Then they will read the next section to see if what they thought was correct or different and record it on the Glogster. Within the text they have read, if there are any words they have trouble pronouncing or defining, they are to look them up and place them on the Glogster. Everyone must choose at least one word for this part of the activity. These Glogsters will be shared with partners to discuss and comment on. Holes: Why Do I Keep On Digging Assessment: Students will be graded on the completion of the Glogster with all of the steps completed. The part designated to their explanations of the story will be assessed for accuracy and their predictions will be based on completion. The phonics section will be assessed by their definition of the word.
2. Instructional Conversation (Comprehension, Fluency, and Vocabulary) SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. For this activity students will be engaging in an instructional conversational which will be respectful and productive. The teacher will be more in the background and students will lead the discussion. No hand raising will need to take place because each student treats the others the way they would want to be treated. The topics chosen for discussion will be found in the book and someone will read the section they want to talk about. This will help them to practice their fluency when reading to a group of people. As a class, we will spend around 5-10 minutes on each section to really invite meaningful conversation. Students should try and use vocabulary words from the book if they pertain to the section they are discussing. Assessment: This activity will be assessed informally with the teacher monitoring student participation and fluency while reading. It is a conversation for students to discuss parts that appealed to them, did not make sense, or they had questions about.
3. Word Sort for Chapters 35-40 (Phonics and Vocabulary) L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Students will be working in groups of four to complete word sorts. Each student will be given the chance to arrange the words in a specific order that makes sense to them and the remaining three students will try and guess what the order is. For example one student may choose to put the words in alphabetical order using the last letter of every word. Another student may choose to group the words by how many letters are in the word, starting with the most. Each of the words will be taken from the book to help students recognize words and understand their meanings. Assessment: As students work together they will be assessed as the teacher walks around the room and monitors their learning. This is an individual and group activity that does not need to be assessed with a grade, but rather participation. Students will hopefully learn from each other and gain new ways of looking at words.
Consolidation Activities
1. Character Clusters (Comprehension, Vocabulary and Phonics) W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Each of the students will pick three characters from Holes to make character clusters for. They will create a web with the characters name in the middle, making sure to state the real name and nickname of the character. For each character they will create 5 circles branching off the main circle with main characteristics or key points about the individual. Encourage students to try and use at least one of the vocabulary words they learned before reading the book. This will be a great tool for students to gain a better understanding of the characters they have just read about. The teacher will point out to the students that Stanley's last name is his first name spelled backwards. Can you think of any other words that would be able to do this? Take some time for students to discover them. A few that may be said: dad, did, kayak, level, refer, and wow. Once they have finished the character cluster, they will choose one of the three characters to draw out based on they way they are described in the book. Holes Character Cluster Example Assessment: The creation of a character cluster will be assessed on the structure of the diagram. Each character needs to have at least 5 spokes coming of it with useful information about that person. The students drawings of the characters will be displayed throughout the classroom after they are completed.
2. Cartoon Scene from Holes (Comprehension) SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Students will work in groups of four to recreate a scene from the book using the tool GoAnimate. They are responsible for creating the actions and speech of all the characters. It is possible for them to recreate a scene in a way they wish it would have happened instead. They have choice in the project, but they must work as a group. Each cartoon must be longer than 30 seconds, but no more than a minute and thirty seconds. Once the projects are complete, we will have a viewing day to show off the groups work and talk about why they chose the scene and if they gained a greater appreciation of how an author creates scenes and brings words to life. Assessment: Students will be graded on their accurate depiction of a scene from Holes. They will need to successful complete a cartoon and be within the time parameters for length. Each group will present their cartoon to the class and state why they chose to create it and what they would change if anything. The students will complete a group assessment of each of the members participation. GoAnimate.com: The Shoes that Fell from the Sky by walsenkarli
Like it? Create your own at GoAnimate.com. It's free and fun!
3. Compare the Book Holes to the Movie (Comprehension) RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. We will watch the movie Holes as a class and find parts that are similar and different compared to Holes the book. One difference we will talk about as a class to give an example will be what they thought Stanley would look like as described in the book and what they pictured, to what Stanley looked like in the movie. Was it what you thought? Is his appearance different than you expected? Support your answer by providing page numbers in the book. After the example is given students will complete the following worksheet as we continue to watch the movie. Assessment: Students will complete the worksheet and turn it in for a grade on completion and whether or not they found things to compare. Students will need to site the page numbers from the book for full credit.
Holes
By: Louis Sachar
Karli Walsen ABC Storybook
Anticipation Activities
1. Vocabulary in Advance (Vocabulary and Comprehension)
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
As a class we will go over the vocabulary using the flashcards on the Quizlet application. The vocabulary words will be present throughout the book and it will be a great tool for students to know the vocabulary before reading the book. As the words are being discussed, students will write the word, the definition, and then create their own sentence for the word to help them remember it. Once we have gone through the words together, we will play the game Scatter on the Quizlet application using the Smartboard. Volunteers will come forward to help win the game by matching the word with the correct definition.Assessment: This activity will be assessed while the students are coming forward to the board and also through the collection of their work on paper. Each student will write, define, and use the word in an original sentence to check for the students understanding of the word and correct use of vocabulary.
2. Think-Pair-Share (Comprehension and Fluency)
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.When the students walk into the classroom a question will be posted on the board for them to think about at their seats. They will write or draw what comes to mind and be prepared to discuss their answer to the question. What do you think or know happens at camp? Each student will have 5 minutes to work individually and answer the question. When those three minutes are up, students will turn to the person next to them and discuss their understanding of camp. After 5 minutes of sharing with partners, we will discuss it as a class. Students will volunteer experiences they have had or talk about camp for 5 minutes as a class. Time will be allotted for students to brainstorm about how camp may be integrated in the book Holes.
Assessment: This activity will be assessed informally by the interaction and conversations students have. Creativity and description will be encouraged, there is not right or wrong answer. The teacher will walk around and monitor how students are interacting with others in their pairs.
3. Voicethread Conversation (Fluency and Comprehension)
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.This activity will have the students use technology to predict what they believe will happen after the summary of the book is read as a model of great fluency. Each student will respond to the questions that have been posed on the Voicethread. The questions to be asked are, why are the boys at the camp, name some crimes they may have committed, and what do you think they might find when digging. This activity will be used to help student get excited about the book they are about to read, and see if their predictions end up correct.
Assessment: The students will be graded on completion of the discussion questions and reading of the book summary. It is not necessary to grade on their responses, but rather completion because the questions are open ended. The recording of their voices reading will help the teacher to assess where the students are at with fluency and realize that some students may need more help in this area.
Building Knowledge Activities
1. Suspense Glogster (Comprehension, Phonics, and Vocabulary)RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
While students are reading Holes, they will pick a spot where they feel is suspenseful and want to keep reading, but stop to make predictions about what they believe will happen next. This will help students to comprehend what they are reading so that they can look forward to what is coming next in the story and have a good grasp on what is happening. When they come to a spot they will put down where it is and how they feel on a Glogster. They will construct this and use a word that is three syllables long to express their initial feelings. Then they will read the next section to see if what they thought was correct or different and record it on the Glogster. Within the text they have read, if there are any words they have trouble pronouncing or defining, they are to look them up and place them on the Glogster. Everyone must choose at least one word for this part of the activity. These Glogsters will be shared with partners to discuss and comment on. Holes: Why Do I Keep On Digging
Assessment: Students will be graded on the completion of the Glogster with all of the steps completed. The part designated to their explanations of the story will be assessed for accuracy and their predictions will be based on completion. The phonics section will be assessed by their definition of the word.
2. Instructional Conversation (Comprehension, Fluency, and Vocabulary)
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
For this activity students will be engaging in an instructional conversational which will be respectful and productive. The teacher will be more in the background and students will lead the discussion. No hand raising will need to take place because each student treats the others the way they would want to be treated. The topics chosen for discussion will be found in the book and someone will read the section they want to talk about. This will help them to practice their fluency when reading to a group of people. As a class, we will spend around 5-10 minutes on each section to really invite meaningful conversation. Students should try and use vocabulary words from the book if they pertain to the section they are discussing.
Assessment: This activity will be assessed informally with the teacher monitoring student participation and fluency while reading. It is a conversation for students to discuss parts that appealed to them, did not make sense, or they had questions about.
3. Word Sort for Chapters 35-40 (Phonics and Vocabulary)
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Students will be working in groups of four to complete word sorts. Each student will be given the chance to arrange the words in a specific order that makes sense to them and the remaining three students will try and guess what the order is. For example one student may choose to put the words in alphabetical order using the last letter of every word. Another student may choose to group the words by how many letters are in the word, starting with the most. Each of the words will be taken from the book to help students recognize words and understand their meanings.
Assessment: As students work together they will be assessed as the teacher walks around the room and monitors their learning. This is an individual and group activity that does not need to be assessed with a grade, but rather participation. Students will hopefully learn from each other and gain new ways of looking at words.
Consolidation Activities
1. Character Clusters (Comprehension, Vocabulary and Phonics)W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Each of the students will pick three characters from Holes to make character clusters for. They will create a web with the characters name in the middle, making sure to state the real name and nickname of the character. For each character they will create 5 circles branching off the main circle with main characteristics or key points about the individual. Encourage students to try and use at least one of the vocabulary words they learned before reading the book. This will be a great tool for students to gain a better understanding of the characters they have just read about. The teacher will point out to the students that Stanley's last name is his first name spelled backwards. Can you think of any other words that would be able to do this? Take some time for students to discover them. A few that may be said: dad, did, kayak, level, refer, and wow. Once they have finished the character cluster, they will choose one of the three characters to draw out based on they way they are described in the book.
Holes Character Cluster Example
Assessment: The creation of a character cluster will be assessed on the structure of the diagram. Each character needs to have at least 5 spokes coming of it with useful information about that person. The students drawings of the characters will be displayed throughout the classroom after they are completed.
2. Cartoon Scene from Holes (Comprehension)
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Students will work in groups of four to recreate a scene from the book using the tool GoAnimate. They are responsible for creating the actions and speech of all the characters. It is possible for them to recreate a scene in a way they wish it would have happened instead. They have choice in the project, but they must work as a group. Each cartoon must be longer than 30 seconds, but no more than a minute and thirty seconds. Once the projects are complete, we will have a viewing day to show off the groups work and talk about why they chose the scene and if they gained a greater appreciation of how an author creates scenes and brings words to life.
Assessment: Students will be graded on their accurate depiction of a scene from Holes. They will need to successful complete a cartoon and be within the time parameters for length. Each group will present their cartoon to the class and state why they chose to create it and what they would change if anything. The students will complete a group assessment of each of the members participation.
GoAnimate.com: The Shoes that Fell from the Sky by walsenkarli
Like it? Create your own at GoAnimate.com. It's free and fun!
3. Compare the Book Holes to the Movie (Comprehension)
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
We will watch the movie Holes as a class and find parts that are similar and different compared to Holes the book. One difference we will talk about as a class to give an example will be what they thought Stanley would look like as described in the book and what they pictured, to what Stanley looked like in the movie. Was it what you thought? Is his appearance different than you expected? Support your answer by providing page numbers in the book. After the example is given students will complete the following worksheet as we continue to watch the movie.
Assessment: Students will complete the worksheet and turn it in for a grade on completion and whether or not they found things to compare. Students will need to site the page numbers from the book for full credit.